Table of Contents

Abstract:
Katie Wood Ray and Lester Laminack introduce the issue, "Telling Our Stories, Finding Our Voices." This issue focuses on the stories of teachers at River Oaks Elementary School and the role of stories in their journey toward a more intensive focus on writing.

Abstract:
Describes the Teachers College Writing Project and the author's school's involvement in implementing a classroom storytelling project. Notes that in the process of developing ideas, they found themselves discussing a theoretical framework. Concludes that by supporting the revelation of students' stories, educators promote the well-being of the community of learners.

Abstract:
Describes the author's experience when a staff developer helped her teach writing. Concludes that she has experienced firsthand how writing every day, writing about the things she knows, talking about her writing, and sharing her writing with trusted colleagues has helped her improve as both a writer and a teacher.

Abstract:
Describes how students listen to the stories of a retirement home and write tribute songs based on the stories. Notes that because students are accustomed to a classroom life of telling stories and listening to stories, it is easy for them to enter into the story-worlds of their elders, to connect with words and to piece together stories.

Abstract:
Notes the author's third-grade students had three years of rich experiences with the world of storytelling and realizes that they were ready (whether she was or not) to study William Shakespeare and learn from this timeless master and teller of stories. Notes how she incorporated teaching William Shakespeare into her third grade classroom.

Abstract:
Considers that the author has a responsibility to help her students understand the situations of others. Wants students to try and get "inside the skins" of people so different from them. Describes how her students research, write, edit, rewrite, redo, and finally publish their original pieces in conjunction with each study they undertake.

Abstract:
Notes that people's voices telling their own stories is the only true connection to the past. Describes how in their teachers' writing group, they listen to each others' stories. Considers how they offer support to each other when lessons fall flat and celebrate when they share the children's wonderful products.

Abstract:
Describes the author's experiences over four years in teaching writing. Notes how several Summer Writing Institutes influenced her teaching. Suggests the teaching of writing really takes place in the small connections the teacher helps the students make in their own words on the paper in front of them.

Abstract:
Notes that the small group of educators who put together this theme issue stemmed from work done through a grant, the purpose of which was to provide a bridge between private and public schools, with a focus on writing. Reflects one "basic truth": teachers who want to improve student writing are most effective when they are also readers and writers.